Steps to Articulation

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Transcript of Steps to Articulation

Ends of NotesMany similar problems can be found with beginning and ending notes:Embouchure air relaxes before the end of the noteStudents release “extra” air at the ends of notesStudents stop the sound incorrectlyAvoid stopping the sound with the tongueAlways avoid stopping the sounds with closing the throat

The first notes are critical to developing consistent fundamentalsConstantly monitor and inspect each performer in your bandBack PressureWhat is it? Resistance from the mouthpiece/instrument that you feel while playing.

This is caused by air resistance (called Back Pressure) due to the instrument/embouchure combination. This must be counterbalanced by the student’s air pressure.

Problems in this area are found at the middle of the notes.Airstream or embouchure does not remain steadyAirstream too fast or too slowEmbouchure pressure is too tight or too loose

REMEMBER:Wait to introduce articulation at the beginning of the long block note. AFTER mastery of using “hoo” and “too” with the long block note has been achieved, students can be introduced to starting the block note with the tongue.

When introducing the tongue to start the note, continue using “too” and the long block note concept.

Using rote teaching: introduce varying lengths of articulation. Brass Range ExtensionUnlike woodwinds, brass can begin on any “pitch” when creating the first sounds.

Begin working siren drills to increase rangeTo increase the speed of the airstreamTo increase the air pressureTo firm the muscles of the embouchure

Begin with the Block Note ConceptEmphasis on a steady air streamBe aware of errors: Embouchure is not set or steady at beginning of noteAirstream is not fast enough at beginning of noteAirstream is too fast at beginning of noteUse “hoo” syllable to start note (Don’t overcomplicate with tongue starting the sound)“hoo” block noteAirstream remains constant

"HOO"hoo, too, tooAirstream remains constant

HOO TOO TOOPeer AssessmentSet up peer assessment, as well as student self assessment, to identify errors as well as ways to reward correct fundamental skills.